스크립트를 사용한 문장완성식 및 전보식 언어촉진활동이 학령전기 언어발달지체 아동의 기능어 습득에 미치는 영향

Abstract

This study aims to examine the difference in acquisition of function words of preschool children with language development delay according to different prompts. Population consists of 4 children at the age of 3 to 4 years with language development delay living in Seoul and Gwangju. The children selected belong to the group of less than 10%ile of receptive or expressive language in Preschool Receptive-Expressive Language Scale (PRES) and belong to the normal range of intelligence score of 80 or higher in Korean-Leiter International Performance Scale–Revised(K-Leiter-R). And they showed 1.4~3.4 of MLU-c when their spontaneous speech was collected and analyzed in the free play situations with script activities (in 3 baseline session). For this study, intervention was carried out by telegraphic prompts and grammatically complete prompts by using alternating treatments design (ATD). After randomization of the population, each child was treated in the same order. Telegraphic prompts refer to utterance without function words such as postpositions and connective endings while grammatically complete prompts refer to activities to promote verbal development by using syntactically complete sentences that include appropriate function words. The function words included in grammatically complete prompts were limited to case particles, auxiliary particles and connective endings for intervention. To provide consistent linguistic stimuli to the target children, a total of 3 script activities were provided. The scripts used were of 2 or 3 words combination of semantic relations based on MLU-c of the spontaneous speech of the target children. Interventions for the study were conducted individually at the educational institution where each child was attending or in a separate and quiet place of the child’s home. All the process for each session was videotaped and all the utterances of the children were selected according to the criteria for distinguishing utterances and transcribed to the analysis table of function words. The rate of function words output was calculated as the frequency of function words output among the child’s utterance, which was obtained by dividing the total number of function words of the child by the total number of utterances and then multiplying the result by 100. The results of this study are as follows: First, a comparison of the rate of the output of postpositions (case particles and auxiliary particles) and connective endings by different prompts shows the rate increased in all of the children when they engaged in grammatically complete prompts, but the rate differed among children. Second, a comparison of the rate of the output of connective endings by different prompts shows the rate increased in all of the children when they engaged in grammatically complete prompts, but as was the case with postpositions, the rate differed among children. Child B and child C were able to acquire new function words and use them more frequently even in natural intervention through grammatically complete prompts, while child A and child D had less increase in the rate of function words output. The result of this study on the intervention of function words in children with language development delay shows that intervention of function words by grammatically complete prompts intensely stimulates function words and helps natural acquisition. When a child has a high level of Zone of Proximal Development (ZPD), the child was able to acquire new postpositions more easily. There were differences in the rate of function words output according to the types and frequency of function words that a child acquired in the early stage. In summary, it has been confirmed that grammatically complete prompts are more effective in children’s output of function words (postpositions and connective endings) than telegraphic prompts. Therefore, clinicians need to consider this fact for intervention when they prompts function words for children with language development delays.